Teachers' Readiness in Handling Inclusive Education and Performance of Public Elementary Schools in the District of General Mariano Alvarez, Cavite: Basis for Continuous Improvement Plan

Abstract

This study assessed teachers' readiness in handling inclusive education and the performance of public elementary schools in the District of General Mariano Alvarez, Cavite, as basis for a Continuous Improvement Plan. A quantitative descriptive research design was used. Data were gathered from 292 respondents composed of eight school heads, 244 teachers, and 40 stakeholders from eight public elementary schools. A validated researcher-developed questionnaire measured the implementation of inclusive education in terms of access, quality, and stakeholder participation; readiness in terms of awareness, attitude, and skills; challenges encountered; and the acceptability of the proposed plan. Documentary analysis was used for enrolment, dropout, and Learning Outcome Assessment records. Percentage, weighted mean, Mean Percentage Score, Pearson product-moment correlation, and Slovin's formula were applied. Inclusive education was generally implemented (composite mean = 3.62), with access receiving the highest rating (3.75), followed by quality (3.63) and stakeholder participation (3.48). Respondents were much ready overall (3.76), particularly in awareness (3.88), attitude (3.73), and skills (3.69). School enrolment was generally high, dropout rates varied across schools, and learners obtained an average academic performance of 83.78, interpreted as Moving Toward Mastery. Strong positive and significant relationships were found between inclusive education implementation and readiness dimensions: awareness (r = .7488), attitude (r = .8564), and skills (r = .7523). In contrast, implementation and readiness were not significantly related to learners' performance. Challenges were moderately encountered (2.87), with inadequate resources and infrastructure as the most prominent concern (3.91). The proposed Continuous Improvement Plan was highly acceptable (4.27). The findings indicate that implementation and teacher readiness reinforce one another, but school performance is also shaped by other instructional, environmental, and learner-level factors.